NOTE TO USERS The original document received by UMI contains pages with slanted print. Pages were microfilmed as received. This reproduction is the best copy available The Education Policy of the Dufferin Roblin Administration, 1958-1967 by Maureen E. Cousins A thesis submitted to the University of Manitoba in partial fulfillment of the requirements for the degree of Master of Atts National Library Bibliothèque nationale I*l of Canada du Canada Acquisitions and Acquisitions et Bibliographie Senrices senrices bibliographiques 395 WNiStreet 395, rue Weîlingtori OttawaON KIAW OttawaON KtAON.4 Canada CaMda The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distriiute or sell reproduire, prêter, distrriuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/lnlm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. 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Table of Contents Abstract Acknowledgements Introduction Chapter One: School Consolidation Chapter Two: Shared Services Chapter Three: The Creation of BU and the U of W Chapter Four: Conclusion Bibliography Politics and education are two of the most important, albeit controversial, institutions that make up the framework of Canadian society. Both national institutions underwent a series of dramatic changes during the Cold War Era of the late 1950s and the early 1960s, and the situation was no different in Manitoba. Because of the rapid economic, political and social changes of the post-war period, governments found themselves trying to grappte with education policy in the most cost-efficient and results-oriented manner possible. The government administered by Progressive Conservative Premier Dufferin Roblin (1958-1967) inherited an education system that had not kept pace. The Roblin administration, which was one of the most active in Manitoba history, has undergone surprisingly little examination by academics, be they economists, historians, political scientists or educational analysts. Throughout its time in office, Roblin's administration made a number of significant changes to the education system, three of which wiil be examined at geater length in this thesis: school consolidation, the provision of enhanced public financing for private and parochial schools and the extension of Manitoba's university system. The purpose of this thesis will be to determine how the Roblin government addressed education, a policy area which generated considerable public debate. Vanous methods have been employed to analyze the Roblin government's education policies, including an extensive examination of primary documents such as legislative debates and proceedings, members of the legislative assembly's private papers and the unpublished memoirs of Dufferin Roblin. It is a major contention of this thesis that although the Roblin regime's policies were not always received favorably by the opposition parties, educators and educationd administrators or the electorate, they were necessary to the modernization of the province. Further, this thesis asserts that the Roblin administration was more liberal than the so- called Liberal administration it had replaced. In fact, Roblin's administration often took a radical approach, given the provincial context, when trying to revitalize this key Manitoba institution. Acknowledgements Slow and steady wins the race is a pretty accurate reflection of the story behind this thesis. The road to completion of this project was not a straight one, but the twists, turns and bumps along the way helped make the process that much more interesting. A number of people deserve credit for helping me see this thesis through to completion. My thesis advisor, Dr. J. Edgar Rea, allowed me to cultivate my love of Manitoba history by agreeing to supervise this project. Over the years, he offered support in countless ways and was endlessly patient as this thesis sIowIy took form. Special thanks also go out to Dufferin Roblin, the man at the centre of this story, for allowing me to use portions of his unpublished memoirs in this thesis. Jim Carr deserves thanks for arranging this opportunity. And, Gildas Molgat generously offered to be interviewed about his experiences during the period under study. A number of organizations facilitated research into this thesis. I would like to thank Tom Mitchell, McKee Archives, Brandon University; Shirley Payment, University of Winnipeg Archives; Roger A. Kingsley, University Secretary, University of Winnipeg; the staff of the Provincial Archives of Manitoba; the staff of the Manitoba Legislative Library and the staff of the Manitoba Association of School Trustees. AU of these individuds patiently answered my questions and ferreted out information of use to this project. 1 was fortunate enough to receive several scholarships which supported my research efforts, inciuding, the Duff Roblin Graduate iii Fellowship, the Senator Thomas Alexander Crerar Scholaship and, the Donald V. Snider Mernorial Fellowship (shared). Karen Morrow, Graduate Çecretary of the University of Manitoba History Department, offered service above and beyond the cdof duty as she deftly steered me through the thesis process and lent an ear as needed. 1 would Iike to thank my family and hiends, my kllow students and the other professors who offered their support and insights throughout this process. 1 could not have done it without your assistance. A pat on the head goes to my cat Fang for warming my lap while I wrote and otherwise offering herself up as a much-needed distraction during periods of writer's block. Finally, many thanks go out to my special friend Steve Larson for both formatting my thesis and for patiently supporting me as 1 went through the final stages of thesis angst - I know it was an arduous task! I assume full responsibility for any errors or omissions within this thesis. Introduction Politics and education are two of the most important, albeit controversial, institutions that make up the framework of Canadian society. Both national institutions underwent a series of dramatic changes during the Cold War Era of the late 1950s and early 1960s, and the situation was no different in Manitoba. Under Sedion 93 of the British North Amerka Act, education is the exclusive responsibility of the provincial governments. Because of the rapid economic, political and social changes of the post-war period, provincial governments found themselves trying to grapple with education policy in the most cost-effiaent and results-oriented marner possible. The government administered by Progressive Conservative Premier Dufferin Roblin (195û-1967)inherited an education system that had not kept up with this rapid Pace of change. The previous administration of Liberal Douglas Campbell had adopted a conservative approach when it came to financing education, preferring to maintain the existing, antiquated system rather than providing the resources or poliaes necessary for its overhaul and modernization. The Progressive Conservatives seized the issue of Manitoba's lagging education system and it became one of the key plankç in the platform which brought them to power in 1958 and kept them in power until Roblin stepped dom as party leader in 1967. Indeed, by 1966, the Roblin govemment's education budget was larger than the entire budget of the final year of Campbell's administration.1 Throughout his tenure as premier, Roblin's administration directed * Chester, Ashley, 'The Tide Ebbs." Winnipee World. (November/Decernber 1%8), p. 28. many of its policy and fiscal initiatives towards improving Manitoba's education system, with mixed results. The Roblin administration, which was one of the most active in Manitoba history, has undergone surprisingly little examination by academics, be they economists, historians, political scientists, social scientists or educational analysts. The purpose of this thesis will be to determine how the Roblin govenunent addressed education, a policy area which captured the interest of both his cabinet, the opposition parties and the voting public. Three areas in particular demanded the irnmediate attention of the Roblin administration and bear further investigation, school consolidation, the provision of enhanced public financing for pnvate and parochial schools and the extension of Manitoba's university